It’s in the Way That You Use It: What Library 2.0 Means to Me

A few months ago, fellow librarian Andy Woodworth blogged “Deconstructing Library 2.0” as he (in his own words) explored “… if the term was dead or the principles or both.” A healthy discussion and dialogue about the term itself and application of “Library 2.0” ensued, and other voices chimed in with their own blog posts on the topic, including the incredibly thoughtful and articulate response from Jenny Levine. While we all may have different interpretations of what exactly the term “Library 2.0” may mean and if we should even still be using it, most everyone who has chimed in on the conversation agrees that it is definitely more than just the “let’s use the web 2.0 tools because they are shiny” thinking. The application of those tools for service and as a means for expanding our patrons’ ability to access, interpret, share, and create information/knowledge is where the power truly lies for both librarians and those we serve. On a larger scale, I think the term means more than just the technology and includes the bigger picture of one’s philosophy of librarianship.

Although this discussion took place two months ago, it has been weighing on my mind, but I feel I am just now able to articulate my response to this conversation. In reading Andy’s blog post and the subsequent responses, I am reminded of three questions that came to mind in 2005 when I first read Library: An Unquiet History by Matthew Battles.

I will recognize that the universe of information culture is changing fast and that libraries need to respond positively to these changes to provide resources and services that users need and want.

I will educate myself about the information culture of my users and look for ways to incorporate what I learn into library services.

I will not be defensive about my library, but will look clearly at its situation and make an honest assessment about what can be accomplished.

I will become an active participant in moving my library forward.

I will recognize that libraries change slowly, and will work with my colleagues to expedite our responsiveness to change.

I will be courageous about proposing new services and new ways of providing services, even though some of my colleagues will be resistant.

I will enjoy the excitement and fun of positive change and will convey this to colleagues and users.

I will let go of previous practices if there is a better way to do things now, even if these practices once seemed so great.

I will take an experimental approach to change and be willing to make mistakes.

I will not wait until something is perfect before I release it, and I’ll modify it based on user feedback.

I will not fear Google or related services, but rather will take advantage of these services to benefit users while also providing excellent library services that users need.

I will avoid requiring users to see things in librarians’ terms but rather will shape services to reflect users’ preferences and expectations.

I will be willing to go where users are, both online and in physical spaces, to practice my profession.

I will create open Web sites that allow users to join with librarians to contribute content in order to enhance their learning experience and provide assistance to their peers.

I will lobby for an open catalog that provides personalized, interactive features that users expect in online information environments.

I will encourage my library’s administration to blog.

I will validate, through my actions, librarians’ vital and relevant professional role in any type of information culture that evolves.

I love how this manifesto focuses on organic librarianship that embraces lifelong learning, risk-taking, transparency, play, passion, and persistence; these principles continue to be a “compass” for me of sorts when I think about how I frame my practice and ongoing philosophical evolution.

So how does this manifesto and my perceptions of “Library 2.0” play out in my daily world as a school librarian?

I use assorted social media streams to share information via text, images, and video, about what is happening in the library and the library program. I strive to be in as many places as my students, teachers, administrators, and yes, legislators might dwell. By sharing what is happening at The Unquiet Library through these multiple streams, I and my patrons can share in the telling of the ongoing story of our library and hopefully expand our learning community’s perceptions of “high school library” and the role we play in our school.

These web-based information streams and tools help me compose multilayered and multidimensional monthly library reports that include hard data as well as qualitative/anecdotal evidence of what is happening in the library. These web-based reports are a powerful tool for advocacy as they both show and tell through traditional text and multimedia the story of our library program not just through my eyes, but from the vantage point of students and teachers on an ongoing basis, not just when a budget crisis may strike.

I can explore alternate ways to share my traditional library program goals/plan document through visualization tools (free!) like Mindomo. For many users, a visual map of library program goals means much more than a 15 page document that outlines goals, action steps, and assessment strategies.

I can be transparent about my practice, thinking, wonderings, stumbles, successes, dreams, and other assorted musings through my blog and personal professional page. These tools are a means not only for sharing with the larger library community, but also for ongoing active self-reflection so that I am a thinking librarian who approaches everything I do thoughtfully and purposefully.

I can model lifelong, joyful, playful, and transparent learning for my students and colleagues through my engagement with my personal learning network (see also this link).

For me, the concepts of “Library 2.0” and “Librarian 2.0” are “tags” that reflect my broader vision or “subject heading” of librarianship and provide an umbrella to frame and connect the various theoretical lenses and paradigms that inform my philosophy and practice as a librarian. What do the terms “Library 2.0” and “Librarian 2.0” mean to you? How do these ideals play out in your library program and your continued growth as a librarian?

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Published by Buffy J. Hamilton

I am a writing and Language Arts teacher who loves learning, literacy, stories, learning, dogs, poetry, fabulous shoes, and good lip gloss. I began my career as a high school English teacher in 1992 and then became a high school librarian and 2011 Library Journal Mover and Shaker before returning to the classroom in August 2016.
View all posts by Buffy J. Hamilton

5 thoughts on “It’s in the Way That You Use It: What Library 2.0 Means to Me”

These terms have always been really stale to me. They just represented an idea of what we SHOULD be doing and where we SHOULD be going. They really are just words. But where they become important is in seeing what other librarians and libraries are doing to shake things up. This is where 2.0 gets a heart. To me, it is about taking the existing ideas/stereotypes/etc and destroying them in hopes of creating something that works now.

“How do these ideals play out in your library program and your continued growth as a librarian?”

I focus on three things as a librarian: Community, Creativity, and Fun. That’s what I feel like will blaze a path towards something positive for libraries. And all those shiny 2.0 tools and ideas the ways to accomplish these three goals.

Eloquently written, you’ve give me a lot to think about…it is an exciting time to be a librarian. So much change, so many possibilities – it feels like we are at a seismic shift in regards to education. Going from a teacher/librarian centric point of view to embracing and validating all parties involved in the educational process – administration, students, colleagues, and parents.

These new tools enable us to create an environment that can help to expand our thoughts, boundaries, and learning communities.

About Me

I am a writing and Language Arts teacher who loves learning, literacy, stories, learning, dogs, poetry, fabulous shoes, and good lip gloss. I began my career as a high school English teacher in 1992 and then became a high school librarian and 2011 Library Journal Mover and Shaker before returning to the classroom in August 2016.